On The Cultivation Of Thinking Quality In Senior School English Reading Teaching

As the General High School English Curriculum Standards(2017 edition,revised in2020)proposes,English subject should undertake the basic task of developing students’ core competencies,including developing students’ language ability,cultural awareness,thinking quality and learning ability.Among them,the cultivation of thinking quality is one of the goals which must be achieved in the high school English teaching.However,in the current senior English teaching practice,the reading teaching tends to emphasize more on impartation of knowledge rather than cultivation of thinking quality,and it is hard to put into practice the cultivation of students’ thinking quality.That requires teachers and researchers to seek for effective ways to cultivate students’ thinking quality.Thinking visualization is a process of presenting the invisible thinking through visualized tools,making it clear and explicit.It can make the invisible thinking visible and the abstract thinking intuitive,providing an effective approach for teachers to develop thinking quality.Thinking visualization is first applied in fields like computer science and can effectively process the information,simplify the process of understanding and deepen the memory.However,there are few studies that apply it to senior school English reading,especially to the cultivation of students’ thinking quality.Thus,this research,from the perspective of thinking visualization,tries to explore its effect on students’ thinking quality after applying it in senior school English reading teaching,and the impact of applying thinking visualization on students’ reading scores.It aims to provide teachers with theoretical and practical guidelines for developing students’ thinking quality in senior high school English reading classroom.Furthermore,it can help students learn to think and cultivate their own quality of thinking.This research selects two sophomore classes in a senior high school in Chong Qing as the research participants,and conducted a three-month teaching experiment by using the reading texts in Book 3 of the PEP senior high school English text as the experimental materials.The following two questions are focused on:1)What is the impact of applying thinking visualization in senior school English reading teaching on the cultivation of students’ thinking quality?2)What is the impact of applying thinking visualization on students’ reading scores?The research begins with a questionnaire survey of students’ thinking quality level and a test of students’ reading scores,aiming to learn about students’ level of thinking quality and their reading scores.Then the English reading teaching experiment based on thinking visualization is conducted in the experimental class,and the past reading teaching method is adopted in the control class.After the teaching experiment,the post-questionnaire,interview and analysis of students’ works are conducted in order to learn about the change of students’ thinking quality.Finally,the reading test is conducted again to acquire the change of students’ reading scores after tools of thinking visualization are applied.The data collected are processed and analyzed by the SPSS,and the following conclusions are drawn: Firstly,the application of thinking visualization can develop students’ thinking quality.As the results shown,before the experiment,there is no significant difference in students’ scores of the questionnaire in the experiment class and the control class,which indicates they have the equivalent level of thinking quality.After the experiment,the thinking quality of students in experiment class develops significantly,and the profoundness and criticality of thinking obtain more significant increase.By analyzing students’ works of thinking visualization,it can be found students perform better in sorting out the logic,construct the knowledge structure and transfer the learned knowledge after applying thinking visualization,which can further prove that applying thinking visualization,students’ thinking quality has been cultivated and improved.Secondly,after applying thinking visualization in English reading teaching,there is also significant development in students’ reading scores.However,due to the small sample size and short duration of the research,the generalizability of the findings needs to be further verified by expanding the sample and extending the duration of the experiment.